Bai 12. Giao an t. anh

- Introduce the situation of the passage While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciati

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Review LESSON PLAN1

A/ AIMS: help sts revise tenses

B/ Objectives: sts reremember their forms and usages of present simple ,simple past ,present

perfect tense

C/ Teaching aids:

D/ Contents

I/ The present simple tense

Use: _ used to express habitual action

_ To express the true events

_ To express action in the future

Note:_ the rules of using verbs in the present simple tense

Adding (es) behind the verbs ended by : o,s,z ,ch,sh,x

Form: + S + V(s,es) +O

_ S + DO/ DOES + NOT + V +O

? (WH) + DO/DOES + S +V +O ?

EG: + I get up early

She works in a factory

_ I don't get up late

He doesn’t do homework

? do you work in a factory?

What do you do ?

II/ The simple past tense :

Usage; used for actions completed in the past at a finite time

Used for continuous actions in the past

Used for actions happened and finished in the past

Form: + S + V(ed) + O

_ S + didn't +V + O

? (WH ) +DID +S +V +(O) ?

EG:+ I watched TV last night

He went to HCM city last summer

_ I didn't stay at home last night

? what did you do last week ?

did you do home work last night

* exercises

Put the verb in the brackets into the correct tense:

1/ He (drive) to work everyday

2/ water (boil) at 100 C

3/ we (work) 7 hours a day

4/ he (graduate) 3 years ago

5/ she (get) dress (ride) the bicycle and (go) to school

6/ they (move) to London in 1985

III/ the present perfect tense

Usage: used for recent actions whole time isn't finite

Used for actions occurring in an incomplete period

Used for an action which last through out an incomplete

Form: + S + HAVE /HAS + V (pp) +O

_ S + HAVE /HAS + NOT + V(pp) +O

? (WH) + HAVE /HAS + S + V(pp) +(O) ?

EG: I have bought a radio for two months

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She hasn't come to my house for two weeks

What have you done?

Have you ever gone to Ha Noi capital?

Review LESSON PLAN2

A/ AIMS: help sts revise usages and forms of the simple future, the present continuous

tense

B/ Objectives: sts know forms and usages:

C/ Teaching aids:

D/ Contents:

IV/ the simple future tense

1/ usage: used to express actions probably happen in the future used to express an action decided while speaking

2/ form; + S + WILL/ SHALL + V(inf) +O

_ S + WON’T/ SHAN’T + V (inf) +O

? (WH) + WILL/ SHALL + S +V(inf) ?

3/ eg: A: your mother is looking for you

B: yes, I will go immediately

I won't stay at home tomorrow morning

What will you do if you have much money?

A: What shall we do to night?

V/ The present continuous tense

Usage: to express an action at the time of speaking

To express a plan in the future

Form: + S +IS/ AM/ ARE/ +V-ING +

_ S + IS/AM/ARE + NOT + V-ING +

? (WH) IS/AM/ARE +S + V-ING +(O) ?

EG: Iam speaking English now

He is reading newspaper

My mother isn't cooking dinner

Are you speaking English?

VI/ the past continuous tense

Usage: used for past actions which continued for some time but whole?

Exact limits are not known and are not important

Used without a time expression it can indicate gradual development

Form: + S + WERE/WAS +V-ING + O

_ S + WERE/WAS +NOT +

V-? (wh) + WERE/WAS + S +V-ING + (0) V-?

EG: I was playing tennis at 5 pm yesterday

We were learning English when she came

He wasn't reading romantic novel

What were you doing at 5 pm yesterday?

VII/ The past perfect tense:

Usage: used for an action happen before an action in the past

Used express an action happen befor past action until in the past

Form: + S + HAD +V (pp) +O

_ S + HAD +NOT +V(pp) +O

? (wh) HAD + S + V(pp) + (O) ?

EG: I had cooked dinner before my mother comeback

He hadn't played football by 2 o’clock

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What had you done when your father came?

Exercises:

1/ he (make) that same mistake several times

What are you doing ?

2/ I (see) that movie three times

3/ Bill (visit) us many times

4/ have you (Be) in Europe?

5/ I never (be) in China

6/ I (read) LOVE STORY many times

7/ I (go) to VungTau on my vacation

8/ what you (do) this evening?

I (wash) my hair

9/ my sister (come) to stay with my family

10/ my sister (go) to meet me at the airport next Sunday

Unit 1 : home life

LESSON PLAN3 Leson 1 -Reading

+ Read the passage and complete the tasks of the lesson

- Language: Students could understand and use new words after reading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.

IV Procedure:

Teacher s activities’ Students activities’

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Warm-up: (5 minutes)

- Ask students look at the picture and ask

some questions

- Let students understand more about , house

hold chores and family life, today we learn

Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and

answer about the pictures

- Hang on the blackboard the table of

questions Ask students to work in pairs

looking at the pictures to ask and answer

them

1 Where is the family?

2 What is each member of the family doing?

3Is the family happy? Why (not) ?

- Introduce the situation of the context

- Read the context once to the class

- Open the book

- Listen to the teacher

- Look at the picture and answer

- Listen to the teacher and open the book – Unit 1, part A: reading

- Work in groups to discuss about the pictures

- Work in groups to ask and answer the questions give by the teacher

- Stand up to answer in front of the class P1: The family is at home

P2: The father is playing games with his son and the mother is helping her daughter do homework

P3: Yes, it is because they look warm and close –knit

- Look at the book and listen to the teacher

- Show students some new words:

+ to be caring

+ to be willing to

do st

+ to be close -knit+ to be mischievous

- Help students to summary the main ideas of

the context

* The first paragraph: the writer says about

the parents’ jobs and the people in her family

* The second paragraph :The writer says

about the activities of her parents every day

* The third paragraph: The writer says about

her younger brothers and her herself

* The writer says about the happiness in her

family

- Ask students to think of their thoughts

about a happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the passage

and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

+ Task 1: (10 )’

- Ask students to work in groups to read the

sentences in the task and then choose the

sentence A,B or C that is nearest in meaning

to the sentence given

- Read all the sentences which they have

chosen loudly to the class

Teach some new words: close –knit (a),

- Listen

- Note down

- Work in groups and try to repeat the main ideas in each paragraph

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

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mischievous (a),

- Ask students to work in groups to do the

task

- Call on some students to read the sentences

- Common in whole class

+ Task 2: (15’)

- Divide the whole answers class into 6

groups of 8 students

1,How busy are the parents in the passage?

2,How caring is the mother ?

3,How do the father and the daughter share

the household chore ?

4,What is the daughter attempting to do

after secondary school?

5,Why do the children feel they are safe and

secure in their family ?

- Ask students to read the questions carefully

and discuss the answers

- Help students to find the paragraph which

contain the information for the answers

- Call the leader of each group to answer the

questions

- Ask the whole class to commend

- Feedback and give the correct answers and

give point

After you read : (8 minutes)

- Ask the whole class to discuss about a

happy family

- Call some students to say about their

thinking of a happy family

Home work: (2 minutes)

- Write about their family or others they

know

- Prepare Part B : Speaking at home

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum up of the passage

- Present the answers in front of the class

- Commend

- Note down the reason of the choice

- Work in groups to ask and answer the questions using the information from the passage

- Some students answer the questions in front

of the class

Listen and take notes

- Do the home work and prepare for the next lesson

………

Unit 1 : Home Life date:01/09/08 LESSON PLAN4 Lesson 2-Speaking

I Objectives:

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about a happy family

- Language: asking for and giving information from a passage

- New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

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IV Procedure:

Teacher s activities’ Students activities’

- Playing games

- Divide the class into pairs and ask students

to work in pairs to talk about their family in 3

minutes - Call of the leaders of each groups

to talk about her/his family in front of the

Task 1 Let students read the following

sentences and choose which apply to them

or their family.

- Ask students to work in groups to speak the

sentences

1, In my family ,only my father works

2,Member of my family share the household

- Go around and listen to the students –

Give more suggestions if they need

While-speaking : (15 minutes)

Task 2 - Work in pairs

-Let students ask and answer the questions

about their family

- Keep books close

- Work in groups to talk about family

B : My mother mainly does it and sometimes

my father help my mother

A :How is your responsibility to your family ?

B :I often clean the house and cook the meals when I finish my studying

A : How do the family members share the interest ?

B :We often watch television each other in the evening

A : Who do you often share your secrets with ?

B : I often share with my mother

A: Who do you talk to before making an important decision?

B: I often talk to my parents

- All students write some sentences about their

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- Listen and give the ideas to each pair.

Task 3:Work with a different partner.

- Ask students to use the questions they

have form to ask about her/his family

-Listen to the students and give remarks

- Post-speaking : (10 minutes)

Task 4

- Let the students practise speaking freely

about their family

-Go around to listen and give remarks

- Ask some students to stand up and tell

loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about a

happy family (80 words)

- Ask students to prepare Part C- Listening

and do homework

family and then stand up to talk

-Work in groups and each group has a representative to talk about her/his family P1 : I talked to Tuan Both his parents go to work But only his mother does the household chores

P2 : In Loan’s family ,only her father goes to work and her mother is at home

-Work in groups and then speak out their opinions

PS : I think a happy family should have

P : Yes it is Because every member in the family often share the feelings with each other

- Write down the homework

Unit 1: Home Life date:03/09/08 LESSON PLAN5 Lesson 3-Listening

I Objectives:

1 Educational aim: Students can listen to get information to decide True or False statements

+ Students can improve their ability of listening to write down the main ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.

IV Procedure:

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- Ask students to close the books

- Give some pictures and answer some

questions

1,Who are they?

2 ,What are the relationship among them ?

- Check some students and mark

- If you want to know more details about

them we will go to Unit 1- part Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening: In this

you will listen to people talk about their

friends But now please talk about your

- Ask students to read all the words given

carefully and show the difficult words or

* Before you listen :

- Ask students to look at the picture and

say : +What are they doing ?

+How many people are there in the

family ?

While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen to Paul

and Andrea talk about their family

Ask students to read the sentences carefully

first to get the True or False

- Ask students to get the difficult words

- Read the tape-script loudly to the class

- Ask students to decide the answers

- Listen and remark

- Ask students the question :

- Why do you think it is true / false ?

- Help them if necessary

Task 2

- Ask students to look through the sentences

in task 2

- Ask students to listen again and note down

two things that are different about Paul’s and

Andrea’s families

- Close the books

- Work in groups and look at the picture and answer

- Listen to the teacher and open textbooks

- 0ne or two students talk about their family

- Read the new words

- Listen and note down

- Work in pairs to ask and answer + P : -They are having a party

- There are 9 people in the family

- Keep book open

- Read the sentence carefully to get the True or False statements

- Ask for the difficult ones

- Speak out the sentences individually

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After-listening: (10 minutes)

- Ask students to open the books

- Ask them to discuss the importance of

family in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to

board and write

- Ask students to write a passage about

the importance of family in a person’s life

-Remember them to prepare Part- Writing at

home

write down your answer

-Listen to the teacher and write down homework

Unit 1 : Home Life date:05/09/08 LESSON PLAN6 Lesson 4-Writing

- New words: Words related to the topic

3 Skills: Writing a narrative

III Teaching aids: Student’s book, notebook, some pictures

IV Procedure:

A word game.

- Divide the class into 4 groups

- Ask students to work in groups to revise the

words using to say about family

(in 2 minutes)

- Call the representatives of the groups to

write as many words on the boards as

possible (in 2 minutes)

- The winner is the students who has got the

largest number of correct words on the board

- Call some students to repeat the meanings

of the words

Pre-writing: (10 minutes)

- - Ask students to use the following verbs

and expressions

Give and read some words aloud :

_ Let ,allow, be allowed to, have to, permit,

etc

+ Some expressions :

- Keep book close

- Listen to the teacher and work in pairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words in front of the class

- Listen to the teacherand open the books

- Read all words and expressions and work in pairs

A : Do you have to do the household chores ?

B : Yes, after my studying or my free time

A : Are you allowed to come home late ? B: No, because my parents are strict

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- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they

get some difficulties in speaking

- Ask students to stand up and say a

paragraph about his/her family

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they ‘ve

dicussed to write a leter to a pepal about their

family

-Give some out line : first, second ,further

more, and finally etc

- Call two good students present their outline

in front of the class

- Ask the others comment

- Feedback and give some correction to help

students to have a better outline to write

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s description

- Ask some students to read loudly their

description

- Correct mistakes and mark

- Ask students to do part writing of Unit 1 in

the student’s work book and prepare part

Language Focus

A : Do you often prepare the meals ? etcEach representative of a group stand up and say about the family

A: - In my family , everybody has to do the household chores I’m not allowed to come home late, I only can watch TV when I finish

my homework

+ Write the letter individually

- Every family has its own rules Mine has a few First, everybody has to do the house hold chores, we only go out or watch TV when we finish all homework

- Some students read loudly their products in front of the class

- Listen to the teacher and write down homework

Unit 1 : Home Life date:07/09/08 LESSON PLAN7 Lesson 5-Language Focus

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+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks

- Ask students to read up in chorus twice

- Call some students to read up in front of the

class

GRAMMAR:(35munites)

1,Tense of verbs:

* Ask students to repeat the they’ve leant

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some sentences

- Let students compare the differences

ebtween past simple and present perfect

Listen and give remarks

- Call the leader of each group present their

- Listen to the teacher and read up

- Read up in chorus twice

- Some students read up in front of the class

- Listen to the teacher and speak out P1: - past simple

P2: - past progressive P3 : present perfect

- Some students give more examples

* Example :

- He left the room last week

- They were having dinner at 8 o’clock last night

-She has learnt English since she was in grade 1

- Work in pairs and give the differences

* past simple : happened and finished with the definite time in the past ,not related to thepresent

-Ex : He bought a car yesterday

* present perfect : started in the past but related

to present or future and give the result at present

-Ex : She has learnt English since she was in the grade 5

- Work in groups to do the exercise

1 Have you seen

2 Did you enjoyed it?.

3 has been.

4 Did you give/saw.

5 didn t listen’

6 Have you two met before ?

7,Have you met ?

- Discuss the answers and give comment on the sentences

- Listen to the teacher and work in groups

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answers on the board

- Ask the whole class to comment

- Call the leader of each group present their

answers on the board

- Ask the whole class to comment

Homework : (2 minutes)

Ask students to do Part Language Focus and

prepare part Reading of Unit 2 at home

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in the workbook

- Prepare for the next lesson

Unit 2: cultural diversitY date:10/09/08

I Objectives:

1 Educational aim:

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

- General knowledge: - Through this unit, students know more about cultural diversity

- New words: Words related to the topic( culture, society )

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new lesson Unit

- Answer the question

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2- part A :Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four

and guess what are happening in the picture

Hang on the blackboard the table of the

questions to help students to guess the activity

in each picture:

- Which of the following factors is the most

important for a happy life ?W hy ?

- Love, money, parents approval, a nice’

house,a good job, good health etc.

- Ask the representatives of the groups to

express their ideas in front of the class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus twice

- Ask students to guess the meaning of the

new words

+ Introduce the situation of the passage

+ Show students the tasks of the reading

While-reading: (20 minutes)

- Make the class read the small talks, to scan

the details and do the tasks

Task 1 :

Ask students to read the passage in skim to

make sure the meaning of the words

- Call some students to show the meanings

- Ask students to read the passage again and

do the task in groups of four

- Call on some students to read the answers in

front of the class

- Ask students to read the sentences with the

words given

Task 2

- Ask students to work in groups of 8 to

answer the questions given

- Call on some students to show the class the

- Look at the board, note down

- Read the new words in chorus twice

- Work in groups to guess meanings of the words

Read the passage in skim

- Show the meaning of the words

- Work in groups to fill in the blanks

- Read the italicized words/ phrases and explain

in front of the class :

1, precede : happen or exist

2, determine : find out

3,confide : tell somebody about something very

private or secret

4,sacrifice : willingly stop having something

you want

5, obliged : having a duty to something.

- Work in pairs to answer the questions

A: What are the four key values in the survey ? B: They are Physical attractiveness, Confiding,

A: Who are much more concerned with physical ?

B :The young Americans are much more concerned than the young Indians and the Chinese

A: What are the Indian students’ attitudes on a partnership of equals ?

B :The Indian students agree that a woman gas

to sacrifice

- Read the questions carefully and work in pairs

to answer the questions

A: - I think a modern family has fewer children

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Post-reading: (12 minutes)

Ask students to work in groups to discuss

about the question :

+ What are the differences between a

traditional Vietnamese family and a morden

Vietnamese family ?

- Give some suggested words to talk about a

family :number of children, the house they

like to have, the head of the family , who

works , who takes care of the housework and

children , the income

Call on some representatives on the groups to

talk about the differences

Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

than a traditional one

the head of the family in a modern family is both a husband and wife, they share the household chores and

take care of their children

- Work in groups to discuss to compare to other groups

- Talk in front of the class about the class

-Listen to the teacher and take note

Unit 2: cultural diversity date:13/09/08 LESSON PLAN 9 Lesson 2 -Speaking

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making their view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

III Teaching aids: Pictures, English textbook 12, hand-outs

IV Procedures:

Teacher s activities’ Student s activities’

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the differences

between a traditional family and a modern

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family they’ve written at home.

- Ask the other students to comment about

the talking

- Feedback and give correction if necessary

- Lead the whole class to the topic of the

- Ask students to express their point of view

on the followings ideas , using the words or

expressions in the box

* In Vietnam ,three or even four generations

may live in home

* A happy marriage should based on love

* In some Asian countries , love is supposed

to follow marriage not precede it

* In some countries, a man and a woman

may hold hands and kiss each other in

public

- Listen to the students and give remark

While speaking : (16munites– )

Task 2:

- Ask students to work in pairs to discuss

about the differences between the culture in

America and in Vietnam

+Give the culture in America:

- Two generations ( parents and children )

live in a home

- Old- aged live in nursing home

- It is not polite to ask questions about age,

marriage and income

- Americans can greet anyone in the family

first

- Groceries are bought once a week

- Christmas and New Year holidays are the

most important

- Children sleep in their own bedrooms

+ Listen to the students and give more the

ideas about the differences

Post-reading: (14 minutes)

-Read the paragraph in front of the class

- Read the sentences given and work in groups

to dicuss

A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habbits and I agree that love is supposed to follow mariage not precede it

B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other

a lot

- Work in pairs to discuss and give their ideas about the differences

+ Give the culture in Vietnam.

-There are more generations in a home (grand parents, parents and children )

- Elders live with their children and are taken care of by their sons

- Can ask the questions about the age, marriage and income

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the most important

- Children can share bedrooms with the other in

a family

- Work in groups or in pairs to compare

Ps : - There are differences and similarities between Vietnamese and American cultures In America, two generations (parents and children) live in ahome In Vietnam, two, three

or even four generations live under one roof etc

-Listen and copy

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Task 3:

- Ask students to work in pairs or work in

groups to talk about the similarities and

differences between Vietnamese and

American cultures, using the features

discussed in the task 2

- Listen and give remarks on their opinions

Homework:(2minutes)

-Students write a paragraph about the

cultures in Vietnam

- Do the exercises in the workbook

Unit 2:cultural diversity date:15/09/08 LESSON PLAN 10 Lesson 3 -Listening

I Objectives:

1 Educational aim: Students should know how to listen to give some information

about the wedding ceremony in Vietnam

2 Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam

- Language:

- New words: Words related to culture, wedding

3 Skills: -Filling in missing information

-Passage comprehension

III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.

- Let students look at the picture and describe

and answer some questions:

1,Where do the women come from?

2,What are they doing?

3,do they have happy life? why do you know?

- Listen and give mark

Pre-listening : (6 minutes)

Ask students to work in groups to ask and

answer about the picture

- Hang the table with the questions on the

board

+ Have you ever attended a wedding

ceremony?

+ What do the bride and the groom usually

do at the wedding ceremony?

- Ask students to ask and answer freely

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray

- Listen and answer

- Work in pairs and each and answer

-

- Look at the picture and the table of the questions to ask and answer about the picture in pairs

S1: -They often stand in front of theater praying and asking their ancestor’s permission to be married

S2:- They exchange their wedding rings

S3:-They get the presents from their relative and their friends

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Task 1:

Introduction: You are going to hear two

people talking about a wedding ceremony in

Vietnam

- Introduction: you are going to listen to the

conversation to get the information to fill in

the missing information

- Let the students read all the sentences

before listening

1, The wedding day is carefully chosen by

the

2, The gifts are wrapped in

3,The wedding ceremony starts in front of

the

4,Food and drink are served

5,The guests give the newly wedded couple

envelopes containing and

- Ask students to compare the answers with a

partner

- Call on some students to go the board to

write their answers

- Ask students to explain their answers in

front of the class

- Feedback and Correct the answers

Task 2:

-Ask students to listen to the passage again

and answer the questions

- Ask the students to read all the questions

before listening

- Let the students listen to the tape two or

three times and answer the questions

After-listening: (10 minutes)

- Ask students to work in groups to answer

the question : What do families often do to

prepare for a wedding ceremony?

- Call some 2 leaders of the groups to talk

- Feedback

- *.Write a paragraph about a wedding

– Prepare for the next lesson

- Listen to the teacher or the tape

- Read the sentences and then listen to the teacher or the radio carefully

- Read the questions carefully

- Work in groups to discuss and answer the questions

1,The most important thing the groom s family’

has to do on the wedding day is to go to the bride s house bringing gifts wrapped in red ’

-Work in pairs to answer the questions

- Listen and copy in their notebooks

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Unit 2: cultural diversity date:18/09/08 LESSON PLAN11 Lesson 4- Writing

- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

- Call the best student in the class to tell

his/her story to the class

- Comment and lead students to the topic of

the lesson

Task 1

- Ask the students to write about the conical

or the “non la”, a symbol of Vietnamese

Let students write a passage of about 150

words about the conical leaf hat , using the

outline and information below

* Introduction : - symbol of Vietnamese

girls/women Part of the spirit of the

Vietnamese nation

* Main body: - special kind of bamboo and

young /soft palm leaves, conical form,

diameter,

*Conclusion : - protecting people from

sun/rain and girls/women look

pretty/attractive

Ask students change the letter with a partner

to read

-Work in pairs to talk

- Some students talk about their experience in front of the class

+ Banh trung,ao dai, non la,

- Listen to the teacher and read aloudthe words

Read the words given and write a passsage : - The conical leaf hat is one of the typical features (symbols) of the the Vietnamese culture because it can not be found any where in the world .The leaf hat is not only a symbolof Vietnamese girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of the class

-Do the exercise at home

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- Call a good students to read the letter in

front of the class

- Feedback and give some suggestions

- Ask students to do the exercises in the

workbook

Unit2:cultural diversity date:21/09/08

LESSON PLAN12 Lesson 5 -Language Focus

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

I Pronunciation(10 munites)

a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model

for the class and explain the differences in

producing them

- Read the sounds again and ask students to

repeat

- Ask students to read the words in each column

out aloud in chorus for more a few times

- Call on some students to read the words in

front of the class

- Correct the mistakes of pronunciation

b Practising sentences containing the

target sounds

- Ask students to work in pairs to take turn to

read the given sentences

- Go round to listen and take notes of the typical

errors

- Call on some students to read the sentences in

front of the class again and provide corrective

feedback

II Grammar: (34munites)

* Exercise 1:

a Presentation:

- Review the forms, meanings and uses of the

present simple, present perfect, and present

- Read aloud

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

-Listen to the teacher

- Read the sentences in chorus aloud

- Listen and copy-List some phrasal verbs : fill in ;turn on; go over ;look at ;make up Look after

- Some students read the sentences in front of the class

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continuous, past perfect

+ Present simple

* FORM:

* MEANING: PRESENT TIME

* USE:

sometimes use the present simple to express the

ideas that an action is happening or+ Express

the idea that an action is repeated or usual The

action can be a habit, a hobby, a daily event, a

scheduled event or something that often

happens It can also be something a person

often forgets or usually does not do

+ Speakers is not happening now This can not

only be done with Non-Continuous Verbs and

certain Mixed Verbs.

We use the present perfect to say that the action

happened at an unspecified time before now

The exact time is not important So we can use

Present Perfect to describe our experience “I

have the experience of ” we can use this tense…

to say that we have never had a certain

experience The Present Perfect is NOT used to

describe a specific event

+ With Non-Continuous Verbs and

non-continuous uses of Mixed Verbs we use present

perfect to show that something started in the

past and has continued up until now “for five

minutes”, “for two weeks”, and “since

Thursday” are all which can used with the

Present Perfect

NOTE:

- We CAN NOT use the Present Perfect with

specific time expressions: yesterday, a year ago,

last month, …

- We CAN NOT use the Present Perfect with

unspecific expressions: ever, never, once, many

times, several times, before, so far, already, yet,

etc

b Practice:

- Ask students to do the exercise individually

and then choose a partner to

check the answers with

- Call 2 students to write their answers on the

board

- Provide corrective feedback

- Work in groups to review thetenses

- Listen to the teacher to the teacher and note down

- Listen to the teacher and note down

Review the formation and the uses of the tense

- Students do the exercise individually and

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* Exercise 2:

a Presentation:

- Review the forms, meanings and uses of the

past simple, and past continuous

+ Past perfect : form/ meaning/ use

b Practice:

- Ask students to do the exercise 2 individually

and then choose A,B or C to complete the

Ask students to complete the letter with the

correct form of the verbs in brackets

check the answers with

- Call 2 students to write their answers on the

- Ask students do the exercises in the workbook

- Ask students to prepare for the next lesson

then compare the answers with a friend

- Write the answers on the board-Do the exercise individually and check the answers with a partner

-Some students go to the board to write the answers

Unit 3: ways of socialising DATE:26/09/08 LESSON PLAN13 Lesson 1-Reading

I Objectives:

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

III Teaching aids: Some photos of ways of socialising and some information about them Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

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- Ask students to list some ways of

communication they have know

- Let students work in pair

- Check the whole class

Pre-reading: (7 minutes)

- Ask students to work in groups to discuss

about the pictures in the textbook

- Ask students to use the questions to ask and

answer about the pictures :

- What are the people in the pictures doing?

- What will you do if you want to get your

teacher s attention in class?’

- What will you do if you need to ask someone a

question but they are busy talking to someone

else?

- Comment and lead the whole class to the topic

of the passage

* Pre-teach: New words and phrases:

- write some new words and phrases on the

board

+verbal(a) + non verbal(a)–

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the

- Let students open the book and read silently

while teacher reads aloud and correctly

- Ask students to read themselves and write

down some information

- Let students work in pairs to do the task 1

Task 1

- Ask students to read the passage and give the

Vietnamese equivalents to the following words

phrases

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

- Attract someone s attention :thu hút chú ý’

Call on some students to show their answers in

front of the class

- Comment and give the correct answers Task

2:

-Listen to the teacher -Give their answer

-Work in groups to discuss about the pictures

- Work in pairs to ask and answer

- Some students answer the questions in front

of the class

- Look at the board and note down

Guess the meaning of the words and phrases

- Listen to the teacher and read up the words and phrases in chorus

- Some students read them in front of the class

- Read the passage in skim to guese the meaning of the words

- Ask students to work in groups to guess the meaning of the phrases

Some students show the answers in front of the class

-Work in groups and give their ideas

Ps : A ( Attracting Attention : Non- verbal Cues)

- Work in pairs to anwer the questionsP1:What can you do when you want to attract someone s attention?’

P2 :We can use either verbal or non verbal.

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- Ask students to read the passage again to

choose the best title for the passage

- Call four students to go to the board the write

their answers

- Ask some students to correct and remark with

giving the reason why they have chosen it

- Feedback and give the right answers

- Ask students to work in groups to discuss the

meaning of whistling and clapping in

Vietnamese culture

- Call on some representatives of the groups to

answer the questions in front of the class

Homework (4 minutes)

-Ask students to learn the new words and

phrases

P1 : What are considered to be big, obvious non verbal signals?

P2 :They are strong actions that can easily be seen etc.

-Practice talking about communication by non- verbal actions

- to express the happiness they can whistle or clap

- sometimes, they clap or whistle to encourage

or despise

- Do the exercises at home

Unit 3: ways of socialising

I Objectives:

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding to compliments in different situations

+ Use appropriate language to talk about other ways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

3 Skills: -Ask and answer the information about ways of communication

III Teaching aids: Photos of some famous persons or some real information about ways

of communication

IV Procedures:

Introduction: we are going to talk about the

different ways of communication.

- Ask students to work in groups to talk about

some ways to attract to other people

- Give students some words and phrases

(Hang on the extra board of prompts).

+ terrific (a)

+ decent (a)

+ to be kiding

- Ask students to practise speaking

- Listen to the teacher and say about the ways of communication

- Look at the board and read aloud the new words

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Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in pairs, take

turn to practise readig the dialoge, paying

attention to how compliments are received in

each situation.

- Ask students to read all the questions in the

task and explain the difficult words and

phrases if necessary

- Ask students to do the task in roles and

encourage the whole class to take note the

answers while they are doing the task

- Go around the class to check and offer help

While-speaking: (20 minutes)

Task 2

- - Ask students to work in pairs to practise

giving compliments to suit the resposes using

the outlines that they have already made

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and give final

comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to practise

responding the compliments below

Post-speaking: (10 minutes)

* Task 4:

- Ask the groups to make dialoge to

practisegiving and respoding to compliments ,

using the cues below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to report

the parties that they have made

Listen to the students and note down all the

errors

Homework: (2-4 minutes)

- Summarise the main points of the lesson

- Ask students to write a dialogue about the

compliment

- Work in pairs to practise speaking

- Some couples to play roles to speak in front

of the class

P1 : PhilP2 : BarbaraP3 : PeterP4 : CindyP5 :TomP6 : Tony

- Work in pairs to give suitable words

P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Work in roles to practise speakingP1 : Phil

P2 : YouP3 : Peter P4 : Tom

Listen and work in pairs to make a dialoge based on the Task 1,2 ,3

A : You really have a nice pair of glaases I think they make you attractive.

B: Thank you,Nam That s a nice’

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Unit 3: ways of socialising

I Objectives:

1 Educational aim: Students should know to develop such listening micro-skills as

intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to give information after listening

- Language:

- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

III Teaching aids: Some pictures of persons or some real information about them Board,

tape, cassetteplayer , chalks, textbook and notebook

IV Procedures:

- Ask students to close the book

- Give some questions :

+ Who s on duty today ?’

+ Who s absent today ?’

-Pre-listening: (8 minutes)

- Show students the pictures in the textbook

and ask students to guess what they are

doing ?

- Ask students to work in pairs to ask and

answer the questions in the textbook

- Call some students to answer the questions in

front of the class Then explain their reasons

Check the whole class

* Pre-teaching some new words and phrases.

- Ask students to read the words aloud twice

- Explain some new words:

+ Introduction: You are going to listen to

Linda Cupple, a social worker, advise young

people on how to use the telephone in their

family Listen and decideTrue or False

statements

- Ask students to read the statements carefully

before play the tape Ask students to work in

groups to guess the answers

- Play the tape (read the tapescript) once for

- - Listen to the teacher, and answer the

- Listen and read the words aloud in chorus

- Write down the new words

+ Listen to the teacher and try to guese the contend of the talk in the tape

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students to listen and do the task

- Ask students to work in pairs to check the

answers

- Call some students to show their answers in

front of the class

- Feed back and give the correct answers:

1 T

2 F (the most obvious problem)

3 T

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction:

- You are going to listen to part of Ms Linda

Cupple s talk again and write the missing‘

words.

- Ask students to read the paragraph carefully

and work in pairs to discuss and answer the

missing words before listening again the talk

- Play the tape ( or read) the talk again for the

whole class

- Ask students to give the missing words

individually

- Play the tape ( or read) the story again for the

whole class to check the answers

- Feedback and give the correct answers

- Ask students to listen to the talk again and

try to summarize the talk

- Call some couples to talk in front of the

class

- Summaries the main points of the lesson

Homework: (2- 4 minutes)

- Ask students to write a paragraph about their

own birthday parties

- Work in pairs and read the statements carefully

-Some students speak out their answers and explain why they have chosen it

A : I think the first sentence is true because it isin the secon paragraph.( 1: T)

B : I think it is False because it is the most obvious problem.

- Listen to the tapescript

- Check the answers in groups

- Listen to the teacher and note down the correct answers

Work in groups and practise talking about Ms Linda Cupple’s talk

Ps : In this talk Ms Linda Cupple give us some pieces of advice on how to use the telephone in the family The first is to work out a

reasonable

- Some couples present the talk in front of the class

- Do homework and prepare the next lesson

Unit 3: ways of socializing

I Objectives:

1 Educational aim: Students should know

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+ Building sentences based on given words.

+ Re- ordering given sentences to make a complete paragraph

2 Knowledge:

- General knowledge: Students learn to Re- order given sentences to make a complete paragraph

- Language: Words used in writing about a paragraph

3 Skills: Writing about a letter of recommendation

III Teaching aids: Some cues, information of someone

IV Procedures:

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to talk to

someone?

Task 1

You are going to write use the words to make

sentences Change the form of the verbs (No

addition or omission is required)

- Ask students to read the words in the Task 1

and then make the full sentences

1,there/be / many ways/ tell someone/

goodbye, /most of /them/depend/on the

person/ for our department

4, we/lead/into the farewell/by/say/some

thing pleasant and thoughtful/like/ I ve/“ ’

really/enjoy/

5,we/might/also say/something/relating to/

the/time/like/ Gosh ,/I can t/believe/how/“ ” ’

late/it/be/I/really/must/be/go

While-writing: (18 minutes)

- Introduce to do task2

- Ask students to put the sentences of the two

paragraphs below in their right order

& Paragraph 1:

- Call on some students to order the sentences

- Elicit the others to comment and give the

- Answer the questions

-Read the requirement carefully and read the words carefully

- Ps practise writing the full sentences

1,There are many ways to tell someone goodbye, and most of themdepend on the situation at hand.

2, However, thereis one rule that all situations observe: We seldom say goodbye abrutly

3,In English it is necessary to prepare a person for our departure

4, We lead into the farewell by saying something pleasant and thoughtful like I ve“ ’

really enjoyed talking to you”

5,We might also say something relating to the timeline Gosh, I can t believe how late it is! I“ ’

+ 2- E : If we have done something to hurt someone s feeling, we’

opologize.

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correct answers.

& Paragraph 2:

- Ask students to order the sentences as the

same the task 1

-Elicit the others to comment and give the

correct answers

- Ask students to write other dialogues about

the ways of communication with

the situation given

1, How should you do when you are late for

class?

2, You’ve made some mistakes in your

writing You want to talk to the teacher about

it? etc

- Do the writing task in student’s workbook

-Prepare the next lesson

+ 3 – A: An opology indicates that we realize we ve made a mistake,and we re soory’ ’

+ 2- E : Let s take a common situation Tom is’

late for class and enters the classroom.

+ 3 – B : What does he do? The most polite action is usually to take a seat as quietly as possible

and opologize later.

+4 – A : But if the teacher stops and waits for him to say something

+ 5- D :Naturally, more than this is needed, but it is not the time

Work in groups and then each presentative of each group go to the board to write their dialoges

Ps :1, I should opologize to the teacher and the class for being late

2,I think it is necessary to say “ I’m sorry” Could you help me correct them?

Listen and take note

Unit 3: ways of socialising LESSON PLAN17 Lesson 5-Language Focus

I Objectives:

1 Educational aim: Students can pronounce the stress in two- syllable words

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to:

+ Remind of the ways of changing the reported speech

+ Students can do the tasks well

- Language: the ways of changing the reported speech

3 Skill: the stress in two- syllable words

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* If verbs, adj , adv, prepositions if the

second syllable which has long vowel or

double vowel( except ou )- the stress falls the

second syllable But if the second syllable

which has short vowel or double vowel or

finishes by one consonant the stress falls the

first syllable.

* For nouns in whichthe second syllable

have short vowel the stress falls the first

syllable(` money ) If the second syllable

which has long vowel or double vowel the

stress falls the second syllable ( de sign’ )

- Ask students to read the words and practise

giving the correct stress

- Call some students to read the words in front

of the class

Practising sentences:

- Ask students to work in pairs and give the

correct stress of the words in the sentences

and then read the aloud the given sentences

- Call some students to read the sentences in

front of the class

- Comment and read the sentences once to the

whole class

II Grammar: (20 minutes)

Exercise 1: Presentation

a, - Ask students remind of the rules to

change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the

situations given.

+ Change the time as the sentences given

b, Practise doing exercise 1

- Let students read the situation and change

into the reported speech

- Let students practise doing exercise and

each of them stands and speak out the

sentences they’ve done

- Go around , listen and hepl them if

- Read the words in front of the class

- Work in pairs to practise giving the correct stress of the words in the sentences

- Some students read in front of the class

- Listen and remind of the ways to exchange the reported speech

- Listen to the teacher and note down in the notebook

- Practise changing the sentences

2, Thuan said he worked for a big company 3,Thuan said he was their marketing manager.

4, Thuan sais the company had opened an office in Ho Chi Minh city.

5,Thuan said it had been very successful.

6, Thuan said he had been chosen to run an office in District 5.

7, Thuan asked me howlong I had been learning English.

8, Thuan said he didn t have much time to’

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Exercise 2

- Ask students to read the dialoge between

Lan and Tuan , then they have to complete

the conversation Tuan had with Tung by

changing in reported speech

- Let students work in pairs

b, Ask students to read the dialoge

between Tung and Tuan by using reported

speech to retell what Lan has told Tuan

- Go around and listen to students or help the

if they need

-Ask students to revise the whole unit

- Ask students to do all the exercises

verbs, pronouns and time in the dialogue

* Tense: Simple present and Simple past , Simple future

1, She said she didn t want to talk’

to you.

2, She said she was upset too.

3, She said she was not interested

4, Because you had promised to go to the cinema.

5, But you hadn t turned up’

6, She said she didn t want to see you ’

7, She said she didn t believe you had tried.’

8, She said she would talk to you later.

9, She said she had to go otherwise she would

be late for school.

- Each student stands and speak out their sentences they’ve made

- Listen and write down their notebooks

LESSON PLAN18 Test yourself A

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills

and grammatical points which they have studied and used in the three units: 1,2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening,

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening,

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

IV Procedures:

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- Greeting

- Ask students something about the test

yourself A

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

- Greeting

- Answer teacher’s questions

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out

the statements are true or false

- Ask students to listen in the third time, the

work in groups to compare and discuss the

answers with each others to find the correct

answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the

correct ones

- Give the correct answers to the class:

1 We can communicate not only through

words but also through body laguage.

2 They are our posture, facial expression,

gestures.

3 If your posture is slumped and your head is

down , this could mean that you are sad or

lack cofidence.

4 A person who doesn t look away is’

expressinga chllenge A personwho doesn t’

look at you is expressing lack of interestor is

shy

5, Because that person might be angry at you

or feel superior to you.

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true

or false

- Listen and discuss in groups to find the correct answers:

1-T, 2-F, 3-F, 4-T, 5-T

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

- Ask students:

+ to study grammar ,writing

studying grammar ,writing

Trang 32

III Grammar(2.5 points) (8 minutes)

- Present the task:

A, Practise circlingthe correct anwer (A,B,C

or D) to complete the letter

- Ask students to work in groups to give the

correct form of verbs in the paasage

* Give the correct form of verbs

1, C: have been.

2, D : will be

3,B : are having

4,A : could have put off

5,B : will have finished

6,D :have seen

B, Let students finish each of of the following

sentences in such a way that it has the same

meaning as the original sentence

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

+ Give the number of your family members,

their names, ages and jobs.

+ How do they share the housework?

+ How do they behave?

+What are their hobbies?

+ What do you like about each of them?

+

- Check their writings and help them correct

the mistakes if they’ve made

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their anwres

*Work in groups and practise writing the sentences given in reported speech

1, Lan asked John what he had done before working for that company.

2,Bill promised to come to see me the next Sunday.

3, Tom apologized for not ringing me earlier 4,Miss White thanked Peter for giving her present

- Students work in groups and practise writing about their families

- Two students go to the board and write

A : There are four people in my family, my father’s name is Tuan,he is fourty-five years old and he is a doctor My mother is Lan, she

is fourty years old and she is a teacher , my sister is Huong and she is a student in Hanoi, I

am Hoang, sixteen years old and I am a pupil

of grade 12 We are a close- knite family, we often share the household

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the

next period

- Study all the lessons again

- Get the knowledge ready for the coming test

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Unit 4 : SCHOOL EDUCATION SYSTEM

LESSON PLAN21 LESSON:Reading

I Objectives:

1 Educational aim: Students should know school education system in England

2 Knowledge:

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system

- New words: Words related to school education system

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

IV Procedure:

Teacher s activities’ Students activities’

- Ask Ss some questions about the picture:

- Who are they?

- What are they doing?

- Do you think they are English students?

Before you read : (7 minutes)

- Ask students to read the facts below and decide

whether the statements about schools in Vietnam

are true (T) or false (F) Then compare their

results with their partners’

Facts about schools

1 Children start Grade 1 when they are 6 years

old

2 Schooling is compulsory from the age of 6 to

16

3 The school year generally begins in September

and ends in late May

4 The students do not have any examinations

when they finish secondary school

5 A school year consists of two terms

While you read : (23 minutes)

- Ask students to look through the passage and

read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words

which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading passage

which have the following meanings.- Let

students work individual or in groups

- Help students if necessary

Keys:

1- state schools

- Open the book

- Listen to the teacher and open the book – Unit 1, part A: reading

- Look at the book, listen to the teacher and work in pairs to decide whether the statements about schools in Vietnam are true (T) or false (F) Then compare their results with their partners’

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down in the notebook

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- Ask students to answer the following questions

- Ask students look through the passages then try

to answer the questions in right way

- Help students if necessary

(the answers in the passage)

Walk round the classroom and correct mistakes

Keys:

1 from the age of 5

2 3 terms

3 the state school and the independent or‘ ’

public school systems

4 yes

5 There are 3 core subjects (English, Maths and

Science)

6 When Ss finish the secondary school, they can

take an examination called the General

Certificate of Secondary Education

After you read : (8 minutes)

Ask Ss to work in groups Tell the others one of

the most difficult school subjects you are

studying and what you would like your friends

and your teacher to do to help you learn that

subject more effectively

Home work: (2 minutes)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home

- Try to answer the questions

- Practice with a partner then write them down in the note books

- Ask the teacher if necessary

- Listen to the teacher and make a brief note about school education system in England

- Try to talk about school education system

in England

- The students who are called to stand up to talk loudly are intelligent ones

Work in groups Tell the others one of the

most difficult school subjects you are studying and what you would like your friends and your teacher to do to help you learn that subject more effectively

- Listen to the teacher and write down homework

LESSON PLAN22 UNIT4: school education system

LESSON:peaking

I Objectives:

1 Educational aim: Students should know school education system in Vietnam

2 Knowledge:

- General knowledge: Students learn about school education system

- Language: Talking about the school education system in Vietnam

- New words: words related to school education system

3 Skills: talking about school education system

II Method: integrated, mainly communicative

III Teaching aids: Board, chalks, textbook and notebook

IV Procedure:

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- Ask students to keep book close

- Write on the board names of school

education system in Vietnam: University,

nursery, primary school, college,

kindergarten, secondary school Then ask Ss

to put them in order

- Ask students to repeat

Tell Ss to understand more about school

education system in Vietnam

(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask Ss to work in pairs Study the table

below then ask and answer the questions

about the school education system in

Vietnam

- Listen to students and correct mistakes

Example:

A: When do the children in Vietnam go to

primary school?

B: When they are 6 years old

A: How long does the primary education

last?

B: 5 years

While-speaking : (15 minutes)

Task 2

- Teacher introduces the task “Work in

groups Talk about the school education

system in Vietnam, using the information

from Task 1”

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report

before the class

- Correct their mistakes

Post-speaking : (10 minutes)

Task 3

-Teacher introduces the task “Work in

groups Talk about the similarities and

differences between the school system in

Vietnam and in England”

- Let them work in groups

- Ask some students to stand up and tell

loudly

- Keep books close

- Look at the board and try to remember names

of ten subjects

- Work in pairs

- Practice asking and answering the questions about the school education system in Vietnam using the information in the table

Example:

A: When do the children in Vietnam go to primary school?

B: When they are 6 years old

A: How long does the primary education last? B: 5 years

- Work in groups Talk about the similarities and differences between the school system in Vietnam and in England

Example:

There are some differences between the school systems in Vietnam an England Children in Vietnam start primary school at the age of 6 and finis this level at 10 while those in England

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- Walk round and help them

- Ask students to write a passage about

similarities and differences between the

school system in Vietnam and in England

- Ask students to prepare Part C- Listening

and do homework

study at primary school from the age of 5 to 10 Schooling is compulsory for Vietnamese children until the age of 1 but, in England, compulsory education ends when children are

16 There is also a difference about the subjects studied at schools

On the other hand, Vietnam and England school systems have some similarities Students

in both countries have to follow the national curriculum set by the government After finishing secondary schools they all have to take the national examination known as GCSE

LESSON PLAN23 UNIT4:school education system

- New words: Words related to someone’s education

3 Skill: Listening for gist and for specific information

1 What school subjects are you good at?

2 Which ones do you enjoy most/least in

your class? Explain why

Pre-listening: (9 minutes)

- Ask Ss to look at “Listen and repeat”

- Read and ask students to listen

- Let students listen again and repeat

- Write some words on board and ask students

to read them aloud

- Let they work in pairs

Task 1 (10 minutes):

- Answer the questions:

- Work in pairs

- Listen and understand the meanings of those words

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- Ask students to read the questions quickly.

- Guide students the requests of the task

- Let students listen twice

- Write on board from 1 to 6 and call some

students to come and write their answers

- Let them listen again and correct

Task 2 (10 minutes):

- Teacher introduces the task “Listen again

and answer the questions”

1 When did Gavin think he listed to the

teacher well?

2 How did Gavin find the exams?

3 Why couldn’t Gavin pass the exams easily?

4 Why did Gavin say he didn’t think his

school days were the best time of his life?

- Read or turn on the tape script again once or

twice

- Help students give the correct answers

Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs

Talk about the results of your current exams

at school and what you will do to prepare for

the next exams”

- Go round and help students

- Correct mistakes

Homework: (2minutes)

- Ask students to rewrite a passage about their

school days in secondary school

- Ask students to prepare the part Writing at

home

- Read the questions quickly

- Listen to the listening script

- Look at the task 2 and listen to the teacher

- Read the questions and try to understand them

- Listen to the tape script

- Give correct answers:

1 When he enjoyed the subjects

2 He found it very difficult

3 Because they were difficult for him to do in

a short time

4 Because he went away to boarding school when he was quite young and he didn’t like that So school days weren’t the best days of his life

- Work in pairs Talk about the results of your current exams at school and what you will do

to prepare for the next examsE.g I didn’t do well in the last exam period I was content with my math, physics and chemistry results but my English result wasn’t very good I made too many mistakes

so I barely passed it

I think I have to spend more time studying English to get higher grade in the coming exam

LESSON PLAN24 Unit 4(CONT}

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III Teaching aids: Textbook, board markers

IV Procedure:

Warm-up :(3 minutes)

- Ask students some questions about school

education systems in Vietnam

1 How many levels of educations are there in your

school system?

2 How long does it take to complete each level?

3 How many classes are there in each level?

4 When do children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on

the formal school education system in Vietnam”

- Teacher introduces the task: In about 150 words,

write a paragraph on the formal school education

system in Vietnam, using the information given in

Speaking Tasks on page 47 You may follow the

suggestions below:

- Levels of education:

primary (5 years; start from the age of 6)

lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: 9 years (primary & lower

The formal school system in Vietnam consists of two

levels of education, primary and secondary

education The children start Grade/ Year 1 at the

age of 6 and they normally complete the primary

education at the age of 10 They move to lower

secondary school to study in Grade 6 when they are

eleven years old They will finish nine-year

- Work in pairs, discuss and find out the answers

1- 32- Primary: 5 years/

Lower secondary- 4 years/ upper secondary - 3 years

- Understand the aim of the lesson

- Study the task carefully

- Work in pairs to give outlines

1 Topic Sentence

The formal school system in Vietnam consists of two levels of education, primary and secondary education.

- Exchange their writings for peer correction

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compulsory education when they complete Grade 9

at the age of 14 The children may go to upper

secondary schools if they pass all the subjects tested

at the end of Grade 9 They will stay there until they

complete Grade 12 at the age of 17 If they want to

sit for the entrance exam to universities or colleges

they have to take the national examination for

GCSE which takes place at the end of Mayor

beginning of June The academic year in Vietnam

runs from September to May and is divided into two

terms The first term ends in January with a week

holiday and the second term finishes in May before

a long summer holiday comes.

Post- writing: (5 minutes)

- Ask Ss to read the paragraph again

- Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of

Unit 4)

- Correct mistakes

- Read the paragraph again

- Correct mistakes

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of Unit 4)

LESSON PLAN25 UNIT4: school education system

- Pronunciation: Stress in three-syllable words

- Grammar: Passive voice

III Teaching aids: Text books,

IV Procedures:

- Write some three-syllable words on the

board, and then pronounce those words

aloud

- Pay attention to its stress

- Ask Ss to read after

- Pay attention to its stress

- Understand the aim of the new lesson

Trang 40

7 September

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce three-syllable

words

I Pronunciation

a Give Ss some rules of word stress in three-syllable

words

- Help students how to pronounce those words

correctly by reading first as model

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed

- Let students read the sentences and work in groups

- Listen and remark each group

II Grammar:

a) Review some grammar structures: Passive voice

S + to be + past participle

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Fill each blank with the simple

present passive form of the verb in brackets

- Guide Ss to do

- Ask Ss to fill each blank with the simple present

passive form of the verb in brackets

- Correct mistakes

* Exercise 2: (10m’)

- Introduce the task: Rewrite the following sentences

using the passive voice

- Guide Ss to do

- Ask Ss to rewrite the following sentences using the

passive voice

- Correct mistakes

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

- Practise in groups

- Some groups compare with their results and read the words in sentences aloud

- The answers can be various

- Listen and give more questions in pairs

- Read the sentences in chorus aloud

- Understand the task

- Fill each blank with the simple present passive form of the verb in brackets

- Understand the task

- Rewrite the following sentences using the passive voice

Answers: Exercise 2

1 this school was built in 1997

2 This dictionary was published in 1870

3 A surprise party is going to be organized by the students in my class tomorrow morning

4 The kitchen is being painted now

5 “Romeo and Juliet” was written by Shakespeare in 1605

6 Shakespeare’s tragedies have been translated into many languages

7 A new primary school has just been built in my village

8 English will be spoken at the conference

9 The floor hasn't been cleaned (by Jane)

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